Alabama Social Studies SS24.P.13

SS24.P.13 is a cluster heading. These are the individual standards under it.

• SS24.P.13a

  Describe different types of intelligence tests and explain the Flynn effect.

• SS24.P.13b

  Summarize concerns regarding the reliability and validity of intelligence test scores and describe the historical use and misuse of intelligence tests.

01

What Students Need to Do

Students compare Spearman’s general ability, Gardner’s multiple intelligences, and Sternberg’s analytical, creative, and practical abilities. They distinguish individual intelligence tests from group tests and explain why average scores can rise across generations. They consider whether scores are consistent, measure what they claim, and have been misused.

02

What Mastery Looks Like

Given a puzzle and a planning task, students explain how each theory would interpret different results. They explain why rising average scores can make old test norms misleading. They can tell the difference between a consistent score and a valid measure, and describe a past misuse of test scores.

03

Common Misconceptions

Students may mistake Gardner’s intelligences for fixed learning styles. They may think the Flynn effect means every person gets smarter with age. Some assume that repeatable scores are accurate and fair for every group.

04

How to Assess It

Exit ticket: A student gets nearly the same score twice on a test full of unfamiliar U.S. idioms. Explain whether the test is reliable and valid for that student, then name one historical misuse of test scores.

1. 01

   Give pairs a pattern puzzle, word analogy, and budget plan; ask them to mark what each task measures and what it misses.

2. 02

   Ask students how Spearman, Gardner, and Sternberg would interpret a classmate who solves puzzles well but struggles to plan a fundraiser.

3. 03

   Hand out cards describing a one-on-one intelligence test, group screening test, and math achievement test; teams sort them by purpose.

4. 04

   Show old and newly normed IQ score charts; ask why schools update test norms when average scores rise across generations.

• SS24.P.14a

  Describe different measures of personality, including the Neuroticism-Extroversion-Openness Personality Inventory (NEO-PI), the Minnesota Multiphasic Personalit...

• SS24.P.1c

  Describe how modern psychologists utilize multiple perspectives to understand behavior and mental processes, citing examples.*